Shayne Li

LESSON
PLAN

DATE: 10/29/2015
TIME: 2:40 3:55

CLASS: Secondary Cycle 1

Year 1 English

DURATION: 75 min

SCHOOL: Centennial Regional

HS
MELS Competency 1. Uses language/talk to communicate and learn
MELS
MELS Competency 3. Reads and listens to written, spoken and media
competencies
texts
& Cross-curricular
Cross-curricular competency 5. Adopts effective work methods
competencies
Cross-curricular competency 8. Cooperates with others
Cross-curricular competency 9. Communicates appropriately
By the end of the class, students will:
OBJECTIVE(S)
Write 1-2 sentences about one thing they have discussed in their
groups and what they learned in their group discussions.
Write 1 sentence to identify what their spirit animal is and
explain why they think that is their spirit animal.
Group size: ~26
GROUP SIZE ; Location: in classroom (C108), in computer lab (C111)
LOCATION & Materials: Group discussion worksheets (Appendix A and B), Spirit
Animal worksheets (Appendix C ), Student Groups (Appendix D),
MATERIALS

PROFESSIONAL COMPETENCIES:
1. To communicate clearly in the language of instruction, both orally and in writing,
using correct grammar, in various contexts related to teaching.
4. To pilot teaching/learning situations that are appropriate to the students concerned
and to the subject content with a view to developing the competencies targeted in
the program of study.
6. To plan, organize, and supervise a class in such a way as to promote students
learning and social development.
7. To integrate information and communications technologies (ICT) in the
preparation and delivery of teaching/learning activities and for instructional
management and professional development purposes.
PROFESSIONAL COMPETENCY GOALS:
In this lesson, the teacher will:
Explain to students the process of group discussions and the roles each students
will be responsible for
Group students in a fashion that allows all groups to excel and facilitate selflearning
Properly guide a class discussion about traditions and racism

Properly explain the proper uses of ICT for students assignments

TIME

LESSON
Context: Students just finished reading the novel Copper Sunrise and had a
discussion last class about their own traditions. The context needed for the class
is the various traditions of the characters in the book Copper Sunrise.
Note: The lesson will not begin until after silent reading is over. Silent reading
15 min will last about 15 minutes. During this time, I will be taking students outside of
class and having a book talk with them. There will be three book talks during
this class

5 min

Introduction
Hook: Let the students know that today they will be participating in a
group discussion about the topic they discussed last class: traditions.
o Pre-assessment: Short class discussion comparing group
discussions to think-pair-share activity.
What is the same?
Students discuss with one another
Students will share what they discussed to the
class at the end
What is the difference?
Students are in larger groups instead of pairs
Students are required to write things down
Students all have to participate
o Introduce the concept of group discussions
Students will be in groups of 4-5
Each student will have a role in the group
Each role has a specific responsibility
This group discussion will not be graded, but future group
discussions will. In group assignments, all members will
receive the same grade so all members must contribute to
earn their marks.
Let the students know they will also get started on their end-of-novel
project: spirit animals
Development

5 min

1 min

Hand out Group Discussion Instructions (Appendix A)

o Go over the worksheet together
o Make sure all students know what each role is responsible for.
o Let students know discussion will last for 15 min
Go over Group Discussion paper (Appendix B)
o Show the class the paper first. Let them know that the first thing

TIME

2 min

15 min

5 min

5 min

5 min

10 min

2 min

LESSON
they need to do is to assign each student a role.
o They are to complete the sheet as a group. All the instructions are
on the paper
Assign student groups (see Appendix D)
o Read out the students names and their groups first
o Post up the group list on the board afterwards.
Allow the students to get into groups and hand out Group Discussion
paper to each group
Let students start to discuss and work in groups
o Go around and check to ensure each group is on task.
Rally students attention and ask for some groups to share what they
discussed
Collect each groups sheets
Introduce their end-of-novel project: spirit animals
o Relate to novel: some native people believe that everyone has an
animal that represents who they are.
o Ask students to think what they think their spirit animals might
be.
o Let students know that they will go to the computer lab to do a
short quiz to help them discover or confirm what their animal
might be
Hand out and read over Spirit Animals worksheet (Appendix C) with the
students
o Let students know they have to find out what their spirit animal
is and what characteristics are related to that animal.
o Let them know the quiz is only there to help them find their
animals. If they believe they already know what their animal is,
they can use the quiz to help confirm that their choice is correct.
o Let them know they are not forced to choose the animal based on
the results of the quiz
o Let them know they can do multiple quizzes to help them figure
out what their spirit animal is.
Take the class to the computer lab and let them work
o Students will be using Google and will be searching up various
Spirit Animal quizzes.
o Students will be taking those quizzes and deciding whether they
like the results or not.
Rally the students attention and bring them back to class

TIME

LESSON

TIME

ACTIVITY

Closure/Transition
5 min
Hand out the exit ticket sheet and write the exit ticket question on the board
o What is one thing you discussed in your group and what did you learn?
o What is your spirit animal? Why do you think that is your spirit animal?
Collect students exit ticket sheets
Evaluation of lesson:
Students will be informally evaluated using their group discussion sheets
Students will be informally evaluated using their exit ticket sheets

Follow up:

Lesson Plan 1

Reflection of my lesson:

Appendix A

Group Discussion Instructions

For the upcoming discussion, you are going to be assigned into a group. Each member of
the group will have a specific role. Below are the roles and their responsibilities during
the group discussion:

Leader: he/she is in charge of leading the group so that all members remain on
task, have a chance to participate and contribute to the group discussion, and keep

the volume under control.

Writer: he/she is in charge of writing down the main points that the group has

discussed.
Timekeeper: he/she is in charge of paying attention to the time and moving the

group along so the group can complete the discussion within the given time.
Researcher: he/she is in charge of making sure that the topics and facts that the
group is discussing is accurate by checking with the book or the teacher.

When you get into your groups, assign each member one of these roles and begin
discussing whenever the group is ready. If your group has five members, there should be
two researchers.

Appendix B

Group Discussion: Traditions

Write each group members name and role in the chart below. The four roles are: Leader,
Writer, Timekeeper, and Researcher

Name

Role

Here are the discussion questions. Use the following sheets to take notes on what the
group had discussed.
1. As discussed last class, traditions are how people of a culture live their lives.
What are some of the traditions in Jamies family? What are some of the traditions
of Tethanis family?
2. What are some similarities between the two families traditions? What are some
of the differences?
3. As we discussed last class, racism and prejudice sometimes occur because people
dont understand one another. Usually, this misunderstanding is between two
cultures traditions. What are some examples of this happening in Copper
Sunrise?
4. Andrew is a boy in Jamies village. Ever since he was small, he was taught by his
family that the natives are nothing more than animals, that they are savages. As a
result, he did not feel sorry for the native people during the hunt and he even
killed Tethani. As a group, decide whether he should be guilty for killing Tethani.
Explain your decision.
1. Traditions
Jamies Traditions

Tethanis Traditions

2. Similarities and Differences

Similarities

Differences

3. Misunderstandings and Realities

Misunderstanding

Reality

4. Guilty or not guilty

Guilty

Not guilty

Why?
________________________________________________________________________
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Appendix C

Spirit Animal Project

Name: _______________________

Many native tribes had a close relationship with nature. They believed that everything
had a spirit and that people, animals, plants, waters, and earth were connected in a circle
of life.
A person could have a spirit that connected to an animal. The person would have
characteristics of the animal. Sometimes, this Spirit Animal would appear in a vision or a
dream.
Have you ever felt this connection with an animal? Think about the characteristics of an
animal and make a connection to your own Spirit Animal. What would be your Spirit
Animal?
Animal _________________________________________
Animal Characteristics___________________________________________
_____________________________________________________________
Why do you think that this is your Spirit Animal? _____________________
_____________________________________________________________
What would be some advantages of being or having a Spirit Animal?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Write your answers in a good copy format and include a drawing or illustration of your
animal.